LA 

.H5 















SIXTH 



ANNUAL ADDRESS 



I 



POPULAR EDDCATION.i 







TO THE LEGISLATURE OF INDIANA. 






BY ONE OF THE PEOPLE 



v^ 



SE!S ATE— Feb. 20, laid on the table and 5000 copies ordered to be 
^ printed. 



5) 



INDIANAPOLIS: 

J. P. CHAPMAN, STATE PRINTER. 

1852. 



Mills .Caleb, 



SIXTH 



fy 



% 



ANNUAL ADDRES ^-x"^' -# 



TO THE 



LEGISLATUBE OF INDIANA 



o« 



POPULAR EDUCATION 



BY ONE OF THE PEOPLE. 



SPIVE thousand copies printed BT order of the SENATE OF INDIANA. 



INDIANAPOLIS: 

J, p. CHAPMAN, STATE PRINTER, 
186 2. 






«2> 






DOCUMtNTs. DIVISION 



ADDRESS. 



(ientlermn of the Senate and House of Representatives : 

The remodeling of our system of popular education, and adjusting it to the re- 
quisitions of the new Constitution in accordance with the spirit and demands of 
the age, will constitute one of your most important and responsible duties. Our 
worthy Chief Magistrate has called your attention to this topic, and expressed a 
readiness to co-operate most cordially with you, in maturing its details as the wants 
of our youth and the exigencies of the times demand. The prominence given to 
the subject of common schools in his annual message, and the merited tribute paid 
to the worth of that distinguished educator, the late Dr. Wylie, so long the able 
and efficient head of the State University, evince an interest in the intellectual 
elevation of the masses, and a sympathy with those engaged in the educational 
cause, worthy of the occupant of a gubernatorial chair, and which will be duly ap- 
preciated both by you and his fellow-citizens in general. In no part of your leg- 
islative labors will the sympathies of your constituents be more thoroughly 
awakened, and a deeper interest felt, than in a wise and harmonious adjustment 
of the several parts of the system, imparting life and vigor to each in its appropri- 
ate sphere, and securing energy and success in the discharge of their several func- 
tions. To mature and perfect such a system, simple, yet efficient, will require 
more wisdom, demand a larger experience and more liberal views, and be followed 
by a richer reward to yourselves, and happier results to all classes of your fellow- 
citizens, than any other of your enactments. 

It is a matter of profound rejoicing to every true friend of education, that the 
history of the last twenty-five years furnishes abundant and delightful evidence of 
the existence of a wide-spread, heart felt and increasing interest on the part of a 
lar^e number of our most patriotic and best educated citizens of all classes and pro- 
fessions, in the universal education of the masses. The existence of this interest is 
exhibited in many States, in the strong and repeated Executive recommendations 
of the importance of improving our common schools, in all the essential elements 
of their character, fostering our higher institutions and bringing them into a more 
lively sympathy with, and a more intimate and efficient relation to, our primary 
schools. It is also seen in the provision made in many of the older States, to se- 
cure wise and efficient legislation, by committing the interests of education to an 
appropriate department. It is slill more obvious in the superior qualifications of 
teachers, improved character of the school houses, furniture and apparatus, — in the 
provision of libraries, a wider circle of studies — more thorough instruction, better 
text books — -a wiser classification of schools and division of professional labor, 
the establishment of Normal schools, and last, though not least, more systematic 
and efficient supervision. 

What intelligent friend of education can contemplate these evidences of pro- 
gress, and not feel encouraged 1 There is, indeed, much to cheer and augur the 



approach of a better day. Its dawn is already visible. The contrast between the 
schools and educational legislation of the present day, in some of ihe States, to 
what they were a quarter of a century ago, is both striking, hopeful, and indica- 
tive of future progress. 

It is under such circumstances, highly auspicious indeed, that you are assembled 
to legislate for the rising generation of Indiana. You are not compelled to rely 
solely on your ov/n knowledge, and draw from your own experience and observa- 
tion alone. You can lay others under contribution, and interrogate the more ex- 
perienced, who have reduced theory to practice, speculation to sober reality, and 
reached their present position by a series of experiments, successful and unsuc- 
cessful, the benefits of which we may enjoy without the labor and cost of time or 
money to which they have been subjected. With such facilities (or perfecting our 
system, you will readily perceive the expectations that will justly be entertained 
by your constituents, that you will elaborate and establish a system of popular ed- 
ucation truly Eclectic in character, simple and efficient in its operation, and worthy 
of its authors and the age. 

Your action on this subject will be invested with an influence and importance 
of a peculiar character, because it will be regarded as the exponent of the views 
entertained of the educational provisions of the Constitution and will give tone to 
subsequent legislation. If this action bespeaks enlarged and liberal views on the 
part of the first Legislature convened after the adoption of the new Constitution, 
it cannot fail to influence and modify subsequent enactments, and give a right di- 
rection to the new enterprise, inspiring its Iriends with both hope and confidence. 
But should it prove the reverse of this, and be characterized by a timidity and a re- 
gard to the prejudices and the cupidity of the ignorant and selfish, rather than a 
wise regard to the necessities of our children, and the glory of the commonwealth 
it will be disastrous indeed, both to your own ultimate reputation and the best in- 
terests of your constituency. 

It cannot have escaped your notice that the new Constitution contemplates and 
requires such enactments as will secure, without any unnecessary delay, the estab- 
lishment of Free Schools. The constitutional appropriation of funds to educational 
purposes, shows most conclusively that the framers contemplated nothing else 
than prompt, wise, and efficient action. It cannot reasonably be supposed, from 
the amount of means permanently secured to this object, together with the avails 
of such a tax as would impart life and vigor to the system, that any other legisla- 
tive action would either satisfy the requisitions of the Constitution, or the expecta- 
tions of the people. Our legislation on the subject of education, hitherto, has not 
been of that liberal and far-seeing character which even the old Constitution au- 
thorized; and some of the legitimate fruits of lack of wisdom and independence 
in the matter are now seen in the recent census. It has been our misfortune that 
too many of those who have occupied our legislative halls, have attached more 
importance to the development of our physical resources, and the construction ot 
commercial channels, than to the cultivation of the minds and hearts of our chil- 
dren and youth. The result, as exhibited in the case of some of the counties be- 
low zero in 1840, by the census of 1850, compared with a similar statistical view 
derived from the census of 1840, will show the kind of progress we have made intel- 
lectually during the last ten years. In 1840, we were at the lowest point of literary 
depression as a State, among the free members of this confederacy; but our educa- 
tional zero has sunk about two degrees, and the number of counties below that dis- 
mal point, has increased more than fifty per cent, during this period. Would this 
have been the result, had we directed our attention and means to the establishment 
of a wise and efficient system of free schools] Had we taxed ourselves as freely 
for their support, and adopted as generous a policy for their improvement as they 
deserve, should we now have had the humiliating fact staring us in the face, that 
the number of our adult population unable to read and write has increased from 
38,100 to 75,017 within the last ten years. 

It will probably surprise some of the members of the Legislature to learn that the 
number of their constituents over twenty years of age unable to read and write,'_has 
increased more than a hundred per cent, during the last decade, while the aggregate 



increase of their constitueney has not reached fifty per cent. The census of 1840 
on the subject of adult ignorance was undoubtedly very imperfect. Astounding as 
were its disclosures, we are now compelled to admit, that even then we were in a 
worse condition than the census of that year represented. It seems that the inac- 
curacies were in our favor, and that it did not reveal the actual state of adult igno- 
rance, but cast a partial veil over our literary poverty. Five counties in 1840 were 
not reported on this point, in 1850 these same counties contained an aggregate of 
3509 adults unable to read and write. Of these Morgan had 1362 and Posey 1469. 
Monroe was reported in 1840 as containing nine persons unable to rea^ and write, 
while the census of 1850 states the number of that class to be 1000 ! It surely 
cannot be very gratifying to find, on comparing the statistics of adult ignorance, of 
the census of 1840 and 1850, that most of the counties below zero in 1840, have 
sunk still lower. A few instances will be sufficient to show my meaning and cor- 
roborate my statement. Ripley in 1840 contained 208 unable to read and write, in 
1850 the number had increased to 2075, with an aggregate population at these pe- 
riods as follows, in 1840, 10,392 and in 1850, 14,822. Putnam had in 1840, 1021 
and by the census of 1850 the number had increased to 2134. Fountain with 874 
in 1840, finds herself reported in 1850 as containing 1457 adults unable to read and 
write. Hendricks with 924 in 1840, has increased to 1333. Greene's retrosession 
in the scale is indicated by the figures 740 in 1840 and 1513 in 1850. Daviess had 
in 1840, 667 in 1850 the number had swelled to 1 173. Owen with 793 in 1840 had 
1126 in 1850. Scott with 470 in 1840 had increased her rank and file to 900, with 
a general increase of less than forty per cent, her literary retrosesion has been al- 
most one hundred per cent. Martin in 1840 could muster only 620 adults, unable 
to read and write, which was only three-tenths less than one-half of that class of 
her population, in 1850 could parade a regiment of 1131 strong, which shows that 
she has receded even from her former forlorn position. 

Are not such facts significant of the need of the school-master to be abroad in 
the commonwealth ! Do not these figures look like ignorance perpetuating itself J 
Is not such a state of things enough to make every Legislator of Indiana blush to 
find that only a fraction more than four-Jifths of the adults of the commonwealth 
can read the word of God or write their names ] Her literary zero, or general av- 
erage of adult ignorance, in 1840, was one-seventh, which placed her sixteenth 
in the scale of the then twenty-six States, but 1850 witnesses a deplorable retro- 
cession to the rank of the twenty-third, lower than all the slave States in that list 
but three ! As an old inhabitant of the eighth State in this Union in point of pop- 
ulation, I am ashamed of the picture and blush to think it true, or rather only an 
appro.ximation to the reality, for it is very evident that there are thousands so near 
the confines of twilight that it would hardly be true to say they had ever seen the 
sun of science, filost gladly would I draw the veil over its frightful features, but 
the truth should be known and the remedy, speedy and efficient, should be devised 
and receive the sanction of a law before you return to a constituency, whose edu- 
cational necessities draw so largely on our sympathies, as patriots, philanthropists 
and christians. 

With such an appaling array of facts as the above statistics reveal, we may well 
enquire what must be done, what are our means to accomplish the work and how 
can these means be applied to the best advantage and the fairest hopes of success! 
The appropriate and common sense reply to these questions, is, devise a system of 
popular education that will meet our present wants and future necessities most 
effectually and afford the speediest relief. Let such a one be matured and 
adopted this session and the people will hail it with joy and cheerfully furnish the 
means to sustain it. It must embrace these three fundamental elements, /reeiowi, 
competence, and supervision. Without these characteristics, it will carry the death 
mark on its very forehead. Without these its infancy will be weakness, its matu- 
rity imbecility, and its end contempt. There is no apology for not embodying these 
elements in our system, and it is to be hoped that no consideration of misplaced 
economy, nor undue deference to ignorance or selfishness, will be permitted ro mar 
our educational system. Other States have wrought out the problem by dint 
of various experiments and reached the goal by a route of protracted and painful 



progress, which it would be no virtue in us to imitate. We can avail ourselves of 
their experience and share the benefits of their contests with ignorance, prejudice, 
selfishness and time serving pusillanimity without loss of time or money. 

The first element of our system of common schools should be freedom. They 
should be accessible to all the youth of our State of suitable age without the interven- 
tion of the odious rate bill, or any other let or hindrance. The spirit of our republican 
institutions requires that these nurseries of true, genuine democracy, sliould be 
open to all aUke, without regard to any of those factitious distinctions, which 
wealth and sectarian bigotry create. The ameliorating power of well taught and 
well governed free schools, has been seen and felt in various parts of the land. 
They contribute more than any other one agency, to mould and assimilate the va- 
rious discordant materials to be incorporated into the body poHtic and render them 
homogeneous in character and sympatliy. How often liave we all seen in those 
nurseries of knowledge, aristocratic pride humbled, plebian roughness refined, rus- 
tic conceit corrected, haughty insolence rebuked and repressed, gentle modesty^ 
emboldened, unobtrusive worth encouraged, and many of the asperities of charac- 
ter give place to lovelier traits, all contributing to swell the aggregate of human 
happiness, domestic peace and civil freedom. Their worth and influence on the 
welfare of society cannot be e.xpressed in language, nor represented by any numeri- 
cal formula. Competent to such results, susceptible of such elevation and subser- 
vient to such interests, they ought to be taxed to their utmost capacity, and 
rendered /ree as the air we breathe, or the sunlight that greets unasked, alike the 
cottage of the poor and the mansion of the rich. 

The means to make them what they may and ought to be, must be sought from 
two sources, permanent funds and taxes ; a happy combination of these in due 
proportions is a problem yet to be solved by the new States. The prevalence of 
erroneous views of this matter has done much to retard the establishment of a 
wise and efficient system. There exists a strong disposition to rely on public 
funds, and neglect the other element of success. The former have been designa- 
ted in the constitution, and as liberal provision of that class of means as could be 
desired, has been secured by that organic law ; while the latter must depend on 
the wisdom and forecast of your honorable body, and those who may succeed you. 
It would be disastrous indeed, if such views should be entertained of the value of 
permanent funds as should lead to a practical dependence on them as the main source 
of support of our common schools. There is no principle more firmly established, 
or more abundantly illustrated, and confirmed by actual experience in the history of 
common schools in our country, than that school funds so ample as to supersede 
to a great extent, or altogether, the necessity of taxes, are an absolute curse rather 
than a blessing. However startling or paradoxical the assertion may at first 
appear, it is yet nevertheless true ;-^wofully true indeed have those States found it 
who have been so unfortunate as to possess the means to make the experiment. 
This unexpected result is reached by the operation of the same principle that 
reduces the rich man's son to poverty. Mammoth permanent funds are to schools 
what a Girard fortune is to children, and for the very same reason. "I have 
changed my views altogether in relation to the desirableness of permanent funds 
for schools," was a remark made by the lamented Howard, during the last conver- 
sation with that satracious statesman and excellent man, which the writer was 
ever permitted to enjoy. The lessons of history on this point had not escaped his 
keen penetrating glance ; and happy will it be tor the youth of Indiana if the 
legislaiive fathers of the State shall so far regard his views as not to lose sight 
of the necessity of relying on taxes as the main pecuniary sicpport of our common 
school system. The comparative interest taken in their common schools, the 
vigor and energy with which they are managed, and the prosperity attained by 
them in the two adjacent States, (Connecticut and Massachusetts, corroborate 
and confirm the soundness of the views advanced. 

From the exhibit of the educational funds of the State, as set forth in the Gov- 
ernor's message, productive, unproductive and prospective, it seems that this source 
will be sufficiently ample to ansvyer all reasonable expectations, and justify the adop- 
tion of a liberal policy at the outset of the enterprise. 



The productive funds are as follows ; 

School section fund, ----*-*-- $1,514,853 45 

Surplus revenue fund, . . ^ 562,529 92 

Bank tax fund, - ... - 66,969 04 

Saline fund, 61,270 05 

$2,185,622 46 

The unproductive and prospective are as follows : 

Common school fund in the State Treasury from Bank profits, exclu- 
sive of interest, $706,784 62 

Sinking fund on mortgage Nov, 4, 1851, 421,872 28 

Estimated value of school lands unsold, 250,000 00 

Estimated value of 1,225,000 acres of swamp lands, ^ - - 1,000,000 00 

Estimated value of county seminary buildings and funds, - - 100,000 00 

$2,478,656 90 

From the above expose it appears that our present productive funds are only 
$2,185,622 46, which, at six percent, interest, would produce $131,137 34 annually. 
It will be several years before any considerable portion of the prospective and un- 
productive funds will be available for practical uses ; therefore other provision 
must be made to meet the necessary expenses of giving the system an efficient 
and permanent impulse at its very introduction into being. The ways and means 
to meet this exigency must now be considered and fearlessly discussed. This 
point must be met frankly, boldly and honestly. Let the consciousness of the 
transcendant importance of the enterprise impart courage to the fearful, and in- 
spire every one with the unfiinching purpose to act up to his convictions of what 
is right, wise and necessary, irrespective of personal consequences. An honest 
conviction, and a corresponding action, will always command the people's confi-^ 
dence and respect. What the public welfare demands, the people will cheerfully 
furnish. With a confidence inspired by a firm conviction of the soundness of our 
position, we will proceed to indicate the amount needed, and the way to raise it. 
We will simply state here, that not less than half a million will be the least sum 
to be named, reserving the demonstration of the problem to another part of the 
address. A two mill tax on the property of the State, which is estimated at 
$210,973,643 would yield $421,947 28. A twenty-five cent poll tax on 123,143 
polls would produce $38,285 75, being an aggregate of $460,233 03, which, added 
to the income of the school fund, would stand thus : 

A two mill tax, $421,947 28 

Income of school fund, ........ 131,137 34 

A twenty-five cent poll tax, .--.-.. 38,285 75 



^m total for annual expenditure, $591,370 37 

If the number of youth between five and twenty years of age in 1850, bear the same 
relation to the whole number of inhabitants that it did in 1840, then we have 405,- 
620 children, between those ages, whose education must be provided for by legis- 
lation. The people by repeated votes, have expressed their wish for free schools, 
and by the adoption of the new constitution, have reiterated their desire in the most 
unequivocal manner. They know that these schools cannot be sustained without 
funds, and have virtually pledged themselves to furnish the requisite means. Let 
us count the cost and ascertain what will be necessary ; for we do not wish either 
our children to fail of enjoying the blessings of well sustained /ree schools, nor to 
subject ourselves to the mortification of having begun to build, and were not able 
to finish. No wise man begins to build a railroad, or construct a canal, or erect a 
manufactory of any kind, without a previous careful survey and minute estimate 
of the cost. The same prudence and forecast become us as a people. Let us first 
ascertain what a good and efficient system of free schools wiU cost. Anything short 



8 

of this would be like the wisdom of the man who raised his dam just high enough 
to get water sufficient to move the bare machinery, with no power to manufacture 
either lumber, flour or cloth. Let us ascertain the requisite height of the dam, be- 
fore we erect the buildines or put in the machinery. What an efficient and eco- 
nomical system costs elsewhere, will be substantially the expense here. Let 
us ascertain the experience of others in similar circumstances, so that we may 
commence an experiment under the most favorable auspices. 

Maine levied a tax last year of fifty-two cents for each of her inhabitants, for 
the support of Free Schools, over and above the income of all her educational 
funds. It was not a capitation tax, but an ad valorem assessment, equivalent in 
amount to the aggregate of such a levy. New Hampshire, according to her Edu- 
cational Report for 1851, now before me, raised last year, for school purposes, 
.$179,065 46 ; of this sum only $19,273 25 arose from funds, leaving $159,792 21 
to be raised by taxes, which would be equivalent to a little more than Jifty cents 
for each of her 317,999 inhabitants. Massachusetts, according to her Educationals 
Report for 1851, now on my table, raised last year, for common school purposes, 
by taxes, $864,667 85, which would be equivalent to eighty-eight cents, for each of 
her 992,889 inhabitants. The income of her available school funds, last year, 
was $27,683 92, which added to the school tax, swells the amount appropriated to 
primary education to $892,321 77. New York, according to her Superintendent's 
Report for 1851, appropriated $1,766,668 24 for school purposes ; of this sum, 
$1,441,927 91 came directly from the people's pockets, being almost equal io forty- 
seven cents for each of 3,098,242 inhabitants. The income of her school funds lor 
last year was $324,740 33. 

With this data before you, it will be obvious that nothing short of a tax of two 
mills on a dollar, with produce the aggregate amount for school purposes, which 
the experience of other States has demonstrated to be necessary. This amount 
would be only ahonX. forty-two cents and a-half for each of our 990,258 inhabitants. 
Does this seem a large sum 1 Its equivalent is cheerfully paid elsewhere for this 
purpose, and even more, for Michigan, as stated to me by her Superintendent in 
1848, paid almost three mills on a dollar in school taxes. Let us first ascertain 
whether such a tax would not actually prove a diminution, rather than an increase 
of our burdens. Prom an utter destitution of reliable statistics on school expen- 
ditures, we are not able to show what is paid for school purposes in Indiana. 
Therefore, with but meager elements for a calculation, we will not claim for our 
result the authority of a demonstration, but will content ourselves with merely di- 
recting your attention to a few facts, with a rational deduction from them, as the 
only light we can shed on this point at present. 

The census reports 225,318 children as attending school during the year 1860. 
Suppose that the average tuition of each of them was $2 00 per quarter, (there is 
a strong presumption that it would be even higher than this sum;) suppose farther 
that the whole attended only one quarter, and that only one-half attended an ad- 
ditional quarter, the result would be, for the first quarter $450,636, for the second 
$225,318 — amounting in all to $675,954. 

The census presents us another fact, which may be used as a lense to collect a 
few scattered rays of light on this topic. It reports the existence of 5,899 schools. 
The number of scholars reported as attending schools, divided by this number of 
schools, gives an average of thirty-eight pupils. Whether this average does not 
reasonably confirm the suspicion that the census report falls short of the truth on 
this point, you can judge. But I introduced the number of schools for another 
purpose. Before proceeding to that, it may be proper to remark that the legiti- 
mate construction of this report would not indicate the number of schools taught 
in a given district, but the districts in which a school had been taught for any pe- 
riod during the year. It is well known that in our towns and many of the rural 
districts, schools are taught from six to nine months in a year. The census in- 
forms us that 5,899 districts have had a school taught in them. Suppose that the 
average aggregate of money paid in these districts, for school purposes, for the 
whole year to be one hundred dollars. Then we shall find that $589,900 have 
been expended in these districts, being 36,816 more than the aggregate of the 



above tax and the income of our fands. From these facts and deductions, we feel 
satisfied that it wiil be generally admitted that we actually pay for school pur- 
poses as large a sum, to say nothing more, as the proposed tax would produce. 
Then, the conclusion is reached, that the above assessment does not exceed but 
rather falls short of the amount actually paid for school purposes on the old sys- 
tem. 

There is another consideration which needs only to be nnderstood to be appre- 
ciated, and which demonstrates the wisdom and equity of the free school system. 
It is this : the new Constitution requires t\\Q property of the State to educate the 
youth of the commonwealth. The operation of this fundamental principle trans- 
fers the burdens, hitherto resting on the shoulders of parents, to the possessors of 
the wealth. It is important that it should not be lessened in amount by the 
change, since 180,302 more children will be entitled to admission to the free 
schools than were reported as attending on the old system. 

Having demonstrated the necessity for raising that amount, and shown the strong 
probability that it is even less than has been paid by parents, we will now prove 
that a two mill tax will relieve at least two-thirds of the tax payers of Indiana 
from heavy pecuniary burdens in the education of their children, the benefits of 
which education others will share equally with themselves. Does the parent mo- 
nopolize all the advantages resulting from the proper education of his children 3 
If not, why then should he be required to bear the whole expense] Does not 
the poor man have his full share in the loss of the time and services of his chil- 
dren during the period of their education ] Does he make no sacrifice in furnish- 
ing them with food, clothing, and books, and foregoing the benefits of their labor 
in the meanwhile 1 Where is the soul so miserly and mean as to grind the faces 
of the poor, oppress the widow and deprive the fatherless of the richest boon eartli 
can furnish, by refusing the necessary means to place the orphan and the sons and 
daughters of indigence and toil beside the children of the most highly favored. 
Let him blush that such a thought should have ever gained admission to his heart, 
or found expression from the lips of a descendant of those who achieved the inde- 
pendance of our beloved land. 

Does any one doubt for a moment that a two mill tax would not be cheerfully 
paid by the great mass of our citizens] Let him know that two-thirds of them 
would not have to pay, on such a tax, more than from one cent to one dollar, and 
that the assessment of three-fourths of them would range from one dime to two 
dollars for the establishment of free schools throughout the length and breadth of 
our State, opening the portals of knowledge to thousands, who would otherwise 
be debarred admission to that temple at whose shrine all should bow and be blessed. 

There are, according to the Auditor's report of 1851, 153,143 polls in our State. 
A tax of twenty-five cents on each, would yield $38,285 75, which might be wisely 
and advantageously appropriated to the purchase of township libraries, one of the 
most efficient auxiliaries of free schools, the worth and plan of wnich will be set 
forth in another part of this address. Where is the man, either young or old, who 
exercises the rights and enjoys the privileges of a freemen, unwilling to contrib- 
ute a quarter of a dollar annually to place a valuable library within the reach of 
every youth of the commonwealth ] He surely cannot be found anong those 
whom oppression has driven irom other lands, and whose labor grades our railroads 
and digs our canals. I trust such a libel on patriotism cannot be found within the 
limits of our commonwealth. 

There is a very significant sentence in the Governor's recent message, which 
indirectly confirms the position assumed on this point in my third educational ad- 
dress to your predecessors in 1848. He remarks: "The increased tax on personal 
property returned chargeable to less than four thousand persons in the various 
counties of the State, is equal to the whole ordinary expenses of the State gov- 
ernment for the past year." This proves that the burden of a two mill tax on 
property, would be light on the great mass of the people, and that its principle 
weight would rest on a few wealthy, able to bear it. We remarked in that ad- 
dress : 

" It can be proved that at least two-thirds of the tax payers of the State, would 

2 



10 

not be required to pay, on the plan suggested, more than one dollar and a quarter 
lur educational purposes, and that thousands of these would not be taxed more than 
they would pay i'or a single admission to a circus or a menagerie. Those paying 
merely a poll tax, would be assessed twenty-live cents. Those owning two hun- 
dred and lilty dollars' worth ot propriety, above the amounts exempt from taxation 
by law would be taxed fifty cents ; and those worth five hundred dollars, would 
pay one dollar property tax and twenty-five cents poll tax. 

" That such would not be burdensome, will be evident from the fact that inves- 
tigations have been made proving that in the poorer counties more than three- 
fourths of the lax payers are not assessed for more than five hundred dollars, and 
consequently would have to pay only from tweniy-five cents to one dollar and a 
quarter to secure the instruction of all their children, from six to eight months an- 
nually. In proof of the above positions, I will state the result of investigations 
made in onc-ltiilh part of the counties in the State. The aggregate of property 
in them is largely above the general average by counties, as will be seen in the 
schedule to be appended. In these nine counties there are 27,381 tax payers res- 
ident and non resident. Of these 17,939 pay on properly from five hundred 
dollars down to a simple poll, which is but a small fraction less ihan two-thirds of 
the whole number. Of these 27,381, 12,57.5 pay on $1000 and less which is more 
than seveii-ninths of the whole. In the three poorest of these, there are 7,143 tax 
payers resident and non-resident. Of these, 5,.5l7 pay on properly from five hun- 
dred dollars to a simple poll, which is almost four-Jifths of the whole number. Of 
these 7,143,6,518 pay on $1000 and less, which is more than nine-tenths^ of the 
whole. 

" It ia a fair inference from the above facts, that more than two-thirds of your 
constituents would not be required to pay more than from twenty-five cents to one 
dollar and a quarter for the noble enterprise of securing to every child in Indiana 
the blessing of a free school. Would it be a burdensome and oppresive tax ? 
There are good and substantial reasons for believing that the proportion of resi- 
dent tax payers on $400 and less, is fully three-fourths. It is well known that 
large tracts of land in our State are owned hy non-residents. Probably few if any 
of these own less than a quarter section ; many of them reckon their lands by 
sections. This fact would prove that the foreign holders of property would al- 
most all belong to the class taxed for more than $500, and consequently the pro- 
portion of resident tax payers on $500 and less would be even greater. This is ev- 
ident in a simple statement of the case. Suppose that two-thirds of all the tax 
payers pay on $500 and less, and that one-tenth of those paying on a larger amount 
of property are non-residents, then it follows that the proportion of resident tax 
payers paying on $500 and less, is thereby increased, Tliis is corroborated by 
the statement of the clerk of one county, who says that 'about or nearly half of 
the taxes of the county, except poll tax, is paid by non-residents.' To be sure, 
some of these may be citizens in other parts of the State, but the probability is 
that a large portion are citizens of other States. 

" It is a just, equitable, and fundamental principle of taxation, that property 
should pay for its protection and the enhancement of its value by legislation. 
What can be more evident than that the establishment of an efficient system of 
free schools would increase the value and security of property throughout the 
whole Stated That the social welfare and happiness of your constituents, would 
be favorably afTected by the same means, suggests the justness and equity of a 
small poll lax. On any other principle than ad valorem taxation for the support 
of our schools, millions of property owned by non-residents, escape taxation for 
educational purposes. Why should a poor man toil for years to improve his forty 
or eighty acre lot, while every dollar's increased value of his land, enhances the 
worth of the quarter or half section adjacent, owned perhaps by a man in Ken- 
tucky or Ohio or New York, and yet the owner of it do nothing to assist the hardy 
pioneer in educating the very youth by whose toil and labor his properly is in- 
creased in value! " 

Having suggested the amount of funds and the mode of raising them, we will 
now proceed to the enquiry, how can these funds be appropriated in the wisest 



11 

and most effective manner. The proper organization of our educational system 
requires patient research, and an extensive acquaintance with the operation of 
similar systems in other States. They have had larger experience, and therefore 
it will be wise for us not to disregard the lessons of wisdom to be gathered from 
their varied experiments. The machinery of the system should be simple in char- 
acter, and effective in its operation. Let there be no unnecessary multiplication 
of officers, but a concentration of duties and responsibilities, which will do more 
to render it successful than almost anything else. Let these be clearly defined, 
and the manner o( performing so plain and simple, that there can be no reasona- 
ble doubt of what is expected of all. No one one can look into the New York 
system without seeing that their mode of raising funds hitherto, has an unneces- 
sary complexity, v^-hich is entirely avoided by the mode adopted in some other 
States. Her system, in many respects, embodies more important elements than 
any other one. She has the honor of having introduced the county superinten- 
dency, the district school library, and teachers' institutes, all of which are justly 
regarded as real and substantial improvements, and vital elements of the system. 
Massachusetts has broached the idea of abolishing school districts, and committing 
her schools to the sole control of the townships. Some of her townships are un- 
districted; and Mr. Mann says in his tenth report, revised edition, page 36, that as 
a general fact, the schools in the unJistricted towns are greatly superior to those 
in districted towns and for obvious reasons. He also says: " 1 consider the law 
of 1798, authorizing towns to divide themselves into districts, the most unfortu- 
nate law, on the subject of common schools, ever enacted in the State. " Of the 
wisdom of this remark, his worthy successor, Dr. Sears, observes, in his report for 
1850, page 28, "The justness of the above observation is illustrated every day 
by the evils which are forcing themselves upon the public attention from every 
quarter. " Graded or Union schools is another important feature introduced into 
the best systems; and Normal schools bid lair to complete the climax of improve- 
ment, and usher in the golden age of common schools. 

Shall we revise our system irrespective of all these advances in educational pro- 
gress, or shall we incorporate them into our revised code and thus start on an 
equality with our older sisters? These may appear to many, serious innovations 
on the old order of things. So were carding machines, spinning jennies and pow- 
er looms on the former processes of manufacture, steam boats were death to keel 
boats, and locomotives are surely some advance on horse power and mud wagons. 
When the wisdom of all these modern improvements in our educational systems, 
has been demonstrated and their feasibility and advantages have been subjected to 
the scrutiny of experiment, why should we question their utility anymore than we 
should doubt the canacity of steam power to move locomotives or steamships 1 
The points indicated above are no crude notions, originating in the brain of some 
dreaming enthusiast, but the sober deduction of reason tested by real experiment. 
They are no galvanised coin, whose value disappears at the touch of the balance, 
or chemical test and whose baseness comes out on subjection to the crucible. 

They have passed unharmed and undiminished through the furnace of ignorance, 
prejudice and bigotry, and now challenge a rank among the substantial elements 
of progress. 

Though the limits of this address forbid the idea of a thorough and critical ex- 
hibition of the real intrinsic value of these features of an educational system, yet 
it may not prove an altogether useless effort to attempt a brief description of their 
merits, together with a reference to a more full and satisfactory discussion of them 
by those authorized to speak. They have all been introduced as the progress of 
improvement demonstrated their necessity and experience tested their utility. 
Without them an educational system would be like some antiquated keel boat, 
wending its way up the beautiful Ohio in competition with a noble steamer. The 
keel boat has seen its day and fulfilled its mission, but let us not stupidly cling to 
the old craft, though it brought us to this fair land. So " loud " schools, ignorant 
teachers and Dillworth's spelling book, have had their day, but who wishes to de- 
lay their departure to the silent shades of oblivion'? If it can be shown in the 
course of remark that any or all thefee points are fundamental and essential to the 



12 

efficiency and success of common schools, then the duty of incorporating them into 
our system, as ffir as practicable, becomes clear and imperative. 

liav nir provided ample funds to make them free to every child in the common- 
wealthj let us proceed fearlessly to the work of perfecting the system by the incor- 
poration of all those features and appliances, which have rendered primary schools 
so effective and successful elsewhere. It tliese improvements are discarded and 
our code receive its type and character from the systems and customs in vogue 
twenty-five years since, abundant funds would prove a corresponding curse, our 
literary advancement would be impeded, our social, civil and industrial improve- 
ment would be retarded, and the moral and intellectual elevation of the masses so 
indefinitely postponed, that the friends of popular education would feel constrained 
to abandon all etfort, repress their sympathies and banish all hope of speedy ame- 
lioration of society in a community whose literary zero had declined two degrees 
during the last decade. We hope better things, though we thus deprecate the de- 
plorable results of an antiquated policy and illiberal views. 

TOWNSHIP SCHOOL COMMITTEES. 

It would be worse than in vain to provide funds and make .no provision for pro- 
curing competent men to superintend and carry out the views embodied in the sys- 
tem. As the master, so is the school, is an adage understood by every one, and it 
awakens in many a mind sad and unpleasant associations. How many are thereby 
reminded of the weeks and months spent under the tuition of vicious or incompe- 
tent teachers. What loss of time and attainment was experienced in consequence 
of those imperfect instructions and misdirected efforts ] How many have thus been 
beggarded in knowledge, corrupted in morals and turned into the paths of vice by 
sucli io-norant pretenders, who under wiser instruction and more virtuous influence 
would have proved a blessing to friends and society ] How many such wrecks lie 
strewed along the voyage of life ] Who is responsible for such disastrous results! 
Ignorant employers and still more ignorant employees. The sad experience 
of many of the risen generation is full of admonition in reference to the education 
of the rising race. If we have suffered by others' neglect, or incompetence, let 
our successors have the full benefit of our sad experience and observation in shield- 
ing them from similar disasters. Let our new organization provide ample security 
against the employment of incompetent teachers by placing the authority to hire 
instructors in the hands of men capable of judging of character and attainments, 
and able also to resist any and every temptation to sacrifice the welfare of the 
school on the altar of mammon- Let the sole eare and responsibitity of employ- 
ing the teachers, visiting the schools and providing the necessary accommodations, 
rest on the school committee of the township. In this way men better qualified 
for the duties of the office, would be chosen and the number of officers greatly re- 
duced. The charge of all the schools in the township would invest the office with 
an importance, the district trusteeship does not and never will possess. The 
weight of such responsibilities could not fail to stimulate to a faithful, prompt and 
impartial discharge of their duties. Such a committee would be free from many of 
the temptations of a personal character, to which district committees are exposed. 
Living in different parts of the township, we might reasonably suppose that the mo- 
tives Impelling them to fidelity, would neither be few, nor impotent. Is a school 
house to be erected at the expense of the township, (for why should a feeble dis- 
trict be required to meet the whole expense of such a building and the more 
wealthy be relieved from all contribution 1) both public spirit and economy would 
dictate that it be neat, commodious, well situated and so arranged as to accommo- 
date the greatest number concerned. Could not such a committee as wisely and 
efficiently manage the educational interests of the township, as the present munic- 
ipal trustees do the civil and pecuniary affairs of the corporation ] A township 
school committee of three would take the place of the host of district trustees, thus 
disencumber the system of one of the most efficient, perplexing and superfluous 
portions of its present machinery. This concentrated responsibility would impart 
a vigor and activity to the whole organization, it will never possesses in its present 



13 

form. This is not mere theory, icilo speculatioh, but sober and happy experience- 
See Mann's tenlh report, revised edition, pages 36 and 47. Happy will it be, if 
our youth, through your wisdom, shall have the benefit of it. tjnder the super- 
vision and control of such a committee, our schools would be furnished with better 
teachers, uniform school books, more comfortable houses and keep pace with the 
progress of the age. Five years of such supervision would effect a revolution be- 
yond the most sanguine expectations. 

DISTRICT SUPERINTENDENTS. 

To impart vigor to the township committeeship and maintain an unflagging ac- 
tivity in this primary department, it is obvious there should be a higher grade of 
puperinlendence, demanding a larger portion of time, superior qualifications, more 
extensive cultivation and experience and charged with more responsible duties. 
In adjusting this part of the system I would suggest the wisdom of adopting the 
Judicial District division, for the present as the most natural and convenient fields 
for the District Superintendent's labors. There is no one of the improvements in- 
troduced into our educational systems within the last ten years, that bids fairtr to 
accomplish more for our common schools, than this department. It is not neces- 
sarily by counties, but it should include no more territory and population than one 
man could properly superintend with promptness and efficiency. ■ The principle in- 
volved is deemed sound and correct in other matters. Wh-at industriul, monetary, or 
cnminercial enterprise has ever flourished without such supervision ! What im- 
■parts energy, gives vitality and ensures success in all such corporate eflbrts ] It iss 
the ever present and watchful care of an intelligent head and his necessary coad- 
jutors. So our school system must contain provision for a supervision on tne one 
hand, more minute, extensive and efiective than any general superintendent, how- 
ever energetic, zealous and. wise he might be, would possibly exercise, and on the 
other more intelligent and in livelier .sympathy with- the teachers than C(«uld be 
reasonably expected of the less experienced township committees. It would not 
be derogatory to their character for competency for their appropriate sphere, to say 
that they could not do what must be done to give symmetry and efficiency to the 
system. The necessity of such supervision experience has placed beyond the 
shadow of a doubt. It is no longer debatable, but demonstrated. Several of the 
t5iates have adupled it, arriving at the conviction of its necessity by a different and 
independent processes of experience. New Hampshire by a four years' experi- 
ment of a General Superintendent, came to the conclusion that county super- 
intendency was an advance on general supervision, and therefore abolished the 
office of general superintendent and appointed county superintendents and consti- 
tuted them a Board of Education, whose first report furnishes conclusive evidence 
of more efficient action than the former organization ever accomplished. Ohio 
tried a>>iuiilar four years' experiment and on the resignation of her faithful and 
exhausted superintendent neglected to fill his place. After several years' light and 
experience and repeated recommendation of her Secretary, acting as superintend- 
ent, she authorized her counties to elect county superintendents, if they chose. 
Maine and Vermont have county superintendents. New York gave an impulse to 
her schools by the appointment o; county superintendents in 1841, which is both 
seen and felt to this d;iy, though in a fit of penny-wise and pound foolish economy, 
she abolished the office in 1847, to the deep regret of all intelligent friends of ed- 
ucation and against the protest of her general superintendent, virtually repeated 
since, in the form of an earnest recommendation to re-incorporate this essential 
feature of a v/ise system. Massachusetts authorized her Board of Education to ap- 
point Educational Agents to visit towns in difl^erent parts of the State. Six were 
employed for a limited period and then two of them re-appointed for an additional 
term. The character of their labors, the manner of their reception by the town- 
ship committees, and the light in which tlieir service? were regarded by the people, 
teachers and the board, are glowingly set forth by Dr. Sears in his last report pages 
47 — 53. This experiment v.'ill doubtless add the Bay State to the catalogue 
of States with county superintendents. 

Let a good man, tcuc to liis trust, intelligent, kind and cordially devoted to the 



14 

cause of education be chosen in each judicial district, charged with the following 
duties, and it will not require a prophet's ken to predict a radical change and a won- 
derful improvement in five years in our common schools from the lowest depth of 
the "Pocket" to our extreme north eastern boundary and the lake shore. Let these 
county superintendents go forth in lively sympathy with both teachers and taught, 
to the discharge of the iollowing duties : First. To examine and license teach- 
ers, visit every school, ascertain the mode of instruction, the text books used, the 
progress of the pupils and the character of the school. Secondly. To receive the 
township school trustees' reports, collect educational statistics in his district and 
embody the result of his labors, observation and experience during the year to the 
general superintendent. Thirdly. To select and recommend school books, coun- 
sel teachers, encourage pupils and address parents upon their duties to the school 
and urge them to a faithful performance of them. Fourthly. To conduct Teach- 
er's Institutes, determining the time and place of their assembly, and employing 
such assistance as may be advisable, awaken an interest in these associations by 
calling the attention of teachers and others to them and encourage suitable per- 
sons for teachers to seek preparation for that high and important vocation. From 
this enumeration of their duties, it will be obvious that their qualifications must be 
such as will recommend them to the respect and confidence of the friends of edu- 
cation in their respective districts and fit them to be wise, intelligent and efficient 
counsellors of the township school committees. 

STATE SUPERINTENDENT. 

With such a corps of assistants as we have indicated above, the General Super- 
intendent might hope to accomplish something, feeling that the system was de- 
serving an energetic supervision, and that a body furnished with appropriate limbs 
for locomotion and the supply of its wants, might be worthy of a devoted and 
efficient head ; for without such coadjutors he must feel that little could be 
expected of even a wise head on a limbless trunk. The Constitution has created 
that office and it must be filled. But no one competent to fill it with honor to 
himself or credit to the State, would accept the off'er of it without an assurance of 
efficient, zealous and competent coadjutors. Without such assistants he would 
labor comparatively in vain, and spend his strength for nought, though he pos- 
sessed the wisdom of a Solomon and the strength of a Hercules. To require that 
officer, by his own unaided energies, to revolutionize the State, to awaken an inte- 
rest where none is felt, kindle zeal where none exists, to rouse the lethargy and 
dissipate the prejudices of ignorance, to give life and energy to a system destitute 
of the organs of vitality, would be more preposterous, idle and absurd than the 
Egyptian demand of brick without straw. To meet the reasonable expectations 
that will be entertained of the results of his labors, will require the undivided time, 
energy and attainments of a man of the highest order of mental and moral cul- 
ture, even with all the aid we propose to give him. Let us not prove worse than 
Egyptian taskmasters, but let us give him substantial evidence of our sympathy 
with him in his thankless toil and unappreciated labor, by placing around him a 
body of subordinates of kindred zeal and energy. Then we may justly look for 
important results. If there be a heart, there must be arteries and veins to carry 
the vital fluid to the utmost extremities, and make its pulsations seen and felt at 
all prominent parts of the surface. 

If the general superintendency is not wisely and efficiently sustained by suita- 
ble subordinate supervision, it will fall into contempt by its imbecility, jeopardy 
the whole system, and its birth will prove but the prelude of its death. Without 
such co-operat'on, his official life would be little else than a protracted mental 
crucifixion. The drafts that will be made on his time and physical and intellect- 
ual energies, in adjusting the details of the system introducing harmony and effi- 
ciency into all its operations, and bringing it all within the scope of his vision, 
will be such as to demand a longer time than the Constitution has assigned to his 
official life ; and it is to be feared that the brevity of the term of office will be aa 
obstacle in the way of our obtaining a competent man. Should he be selected 
with no reference to political faith, and party considerations be waived in the 



15 

choice of that functionary, he might regard that courtesy paid the office as an 
implied pledge that his official life shall be prolonged sufficiently to justify the 
relinquishment of any present employment, and the sacrifice of personal ease and 
comlort for the sake of doing good. Any other course would seem almost as 
incongruous and as repugnant to the feelings of a man of generous sympathies, as 
the selection of a parish minister or the appointment of a presiding elder on the 
ground of his political fealty. I trust that the result will show that the ties which 
unite and the zeal that fires the hearts of the true friends of universal education, far 
transcend, in strength and ardor, all minor considerations of political or denomi- 
national character. 

From the operation of a system possessing the elements above indicated, we 
may reasonably hope ultimately to realize our tondest expectations. It is obvious 
to every one that such an organization would present points of union around which 
the friends of education might cluster, on which they might concentrate their eiforts 
and influence with the confident hope of convincing the most sceptical of the 
wisdom of the plan and the success of the enterprise. The want of such a rally- 
ing point, is one of the most painful and discouraging facts that meets the friends 
of the cause when they contemplate the work to be done, and the scattered condi- 
tion of their associates. Give them such a stand-point, furnish such facilities for 
enlishment of volunteers for a vigorous campaign against the strong holds of igno- 
rance, and they will readily pledge themselves to produce in five years a revolu- 
tion in public sentiment on education that shall place our beloved State, at the 
next census, far in advance of her present position. 

Should the opposers of the measure say, that in many townships suitable 
persons could not be found to compose the school committee, it might be replied, 
with great pertinence and emphasis, if three men of suitable qualifications could 
not be found in agiven township, what must be the character for competence of 
the ten times that number of district trustees in the same township, under the for- 
mer arrangement, charged with some of the same responsibilities! Such an ob- 
jection resolves itselves itself into a potent argument in favor of the proposed 
organization. 

What would be better calculated to assist such township trustees in the dis- 
charge of their duties, fire their zeal, expand their views, enlarge their attainments, 
and increase their competency for their high responsibilities, than the supervision 
of an intelligent, ardent and judicious advocate of common schools in the person 
of the District Superintendent! Would not his visits, labors, counsels, lectures 
and intercourse with the committees, do much to meet and supply any deficiencies] 
Would not the District Superintendents also in turn derive important advantages 
from the counsels, decisions and documents emanating from an intelligent head 
of the department! The proposed organization challenges examination, and in- 
vites investigation from a consciousness of its ability to meet intelligent and 
rational scrutiny, and demonstrate its superiority over the existing system. Its 
friends do not claim for it absolute perfection ; yet they will urge its claims for 
adoption and trial, till a wiser plan can be devised, pledging their hearty co-opera- 
tion whenever a better one can be substituted. 

We are fully aware of the difficulties to be encountered by any system, how- 
ever wise and efficient, on its introduction ; and the necessity of prudence and 
caution on the part of its friends, not unnecessarily to arouse the prejudices of the 
ignorant, and provoke the opposition of enemies. So with reference to the plan 
thus partially sketched; we know that it will not be viewed by all with the same 
degree of favor, but we hope by a candid presentation of its merits to win a fair 
trial of its capacity for good, even from the most bigoted and prejudiced, for simple 
justice would require them to try this till another, sustained by sounder reasons, 
and a more imposing array of facts, can be substituted in its stead. 

The most formidable obstacle to be encountered in the outset, will be the paucity 
of suitable teachers. We may have the gold of California in our treasury and the 
most intelligent corps of superintendents, both principal and subordinate, that the 
country could furnish, yet the system be powerless. As the magnificent steamer, 
with all the beauty, symmetry and finish of a perfect model, with all the power of 



10 

a gigantic engine and the most abundant supply of fuel, would lie motionless at 
the dock, for want of the necessary hands to navigate her. She has accomplished 
officers and herculean powers, but witli none to tax those powers, and execute 
those orders, her imbecility becomes the more iuipressive and obvious. So our 
educational system will encounter more real difficulty from this source, than from 
any other one. Apprised of this, we should direct our inquiries to the question of 
the best and most efficient mode of supply. It is very evident that while measures 
should be devised for a speedy and ultimate provision of such, yet we cannot wait 
till that is effected, but we must provide means to improve the qualifications of 
those already engaged in the employment. Many of these having never enjoved 
the necessary opportunities for suitable training, might be essentially improved in 
their zeal and attainments by the lectures and drilling of a 

teacher's institute. 

This feature of the educational enterprise is of recent origin. It is an expedient 
of a very promising character, not to remove but to alleviate the difficulty alluded 
to in the reniarks already made. It is nothing else than an assembly of common 
school teachers convened for the purpose of a brief review of the branches usually 
taught in our common schools, under the direction of competent instructors. The 
principles of these studies are discussed and presented in the clearest and most 
simple manner by one master of the subject. The best mode of teaching is de- 
veloped and explained ; the happiest method of illustrating the various topics com- 
prised in the circle of the teacher's labors and the most useful way of governing a 
school are pointed out. The instruction given, the suggestions made, the ac- 
quaintance formed, the interest awakened, and the valuable knowledge actually 
imparted at these convocations, have produced the happiest results in other States. 
They have led teachers to take a more exalted view of the dignity and importance 
of their own caliing, inspired new zeal, prompted renewed efl'orts, rendered them 
more successful instructors, intelligent associates and useful members of society. 
The flagging zeal, depressed spirits and languid efibrts of many a secluded teacher, 
have been wonderfully quickened at these convocations, by the lectures of able 
instructors, mutual interchange of views and experience ; the formation of new 
and the renewal of old acquaintances ; and the thorough, protracted drills that 
characterize these associations. The length of the sessions varies from one to 
two weeks, seldom exceeding the latter or falling short of the former period. 
Their value may be inferred from the fact, that they have extorted an acknowledg- 
ment of their importance as an educational agency from some of the most sceptical, 
and vindicated that claim byseveral year's successful experiment. They were first 
held in Ithica, New York, in 1843, and may justly be regarded as one of the direct 
results of the introduction of the county superintendency into their educational 
system. Since that time they have been held in Maine, New Hampshire, Massa- 
chusetts, New York, Rhode Island, Connecticut, Ohio, Michigan, and within the 
last year in the northern part of our own State with the happiest results. In 
Maine during the first three years of their introduction, 4,467 individuals attended 
the sessions. In Massachusetts, during the last year, according to Dr. Sears' last 
report, 1750 persons participated in the twelve Institutes held under the direction 
of the Secretary of the Board of Education, who remarks that these teachers sub- 
sequently had charge of not less than 50,000 pupils. 

NORMAL SCHOOLS. 

Teachers' Institutes are indeed valuable auxiliaries in the educational enterprise, 
but they can never, from their ver}"^ nature, be properly regarded in any other light 
than subsidiary, while our primary and most reliable dependence must be sought 
and found in normal schools. As the teacher's vocation rises in the public estima- 
tion to the rank and dignity of a profession, the inquiry is naturally awakened, 
should there not be institutions for the sole and exclusive purpose of furnishing 
the appropriate instruction! The necessity and propriety of such provision are so 
obvious that it must be admitted as a fundamental principle in every educational 
system. The wisdom and economy of this system admit of no question. It is in 



17 

vain to expect to elevate our schools without a previous corresponding elevation of 
tiiose who teach. The teacher must entertain proper views of the connection of 
his profession with the best interests of the commoiiweaitii, the relation it sustains 
to the cultivation of the rising- generation, and the improvement of the masses, to 
inspire him with that strong, impulsive and generous enthusiasm wiiich will sustain 
him under the pecuHar trials and discouragements incidental to his calling. If any 
man requires a well-balanced mind, a cultivated intellect, sound judgment, a quick 
perception, clear discriipination, lively sympathies and perfect self-control to a proper 
discharge o( his duties, it is the individual under whose guidance the mental pow- 
ers and moral sensibilities of our children are to be developed, cultivated and pre- 
pared for the trials and responsibilities of life. The task is too delicate, the in- 
terests at stake too important, and the material too precious to be committed to 
one destitute of those intellectual attainments and refined sensibilities, the sole 
and appropriate fruits of mental and moral training. Would we commit a costly 
block of marble to an unskilful sculptor! Would we place at the head of a rail- 
road enterprise an ignorant and slothful superintendent] Would we entrust the 
keys of a bank or the nation's treasury to an inexperienced accountant] Would 
we place in the hands of inexperienced workmen, valuable materials of any kind 
to be wrought into articles of ornament or utility? The common sense of every 
one would furnish a most emphatic negative. Are the minds and hearts of the 
rising generation materials less valuable in their character, less permanent in their 
nature, and less important in their relations, than that sliapeless mass of stone, or 
train of cars, or package of bank bills, or those substances of a still grosser nature! 

These considerations are sufficient to bring every candid man to the fixed and 
settled conviction of the wisdom and necessity of normal schools. Their sole and 
exclusive object is to educate teachers of common schools in all their grades, to 
train them to teach, govern and inspire the youthful minds under their charge with 
a generous enthusiasm in the acquisition of knowledge. The course of studies 
pursued and the time employed in mastering it, are such as to afTord every neces- 
sary guarantee that they will realize all reasonable expectations. They can of 
course train only such as resort to them. Would we induce individuals of the 
finest minds and noblest aspirations to enter the profession of teaching, we must 
place the employment on an equality with law or medicine in point of dignity and 
emolument. How can this be done more eflectually than to establish such insti- 
tutions and induce our youth to avail themselves of their privileges, by assuring 
them of a rank and compensation second to no other] Such a policy carried out 
in good faith, and with appropriate energy and instrumentalities, cannot fail to 
realize our fondest hopes, and prove one of the richest blessings ever conferred by 
legislation. 

There are seven of these institutions in successful operation in the United States, 
and the result of even a brief experience, is a deep and settled conviction in those 
States where they have been located, of their necessity as an indispensable ele- 
ment of a wise and efficient system. Their history would furnish you with many 
valuable suggestions in this department of your inquiries. Their origin, progress, 
and present condition are ably set torth in an octavo vol. of 659 pages, recently 
published by Henry Barnard, JEsq., Superintendent of public instruction in Con- 
necticut. Two of the seven, one in Massachusetts and the one in Pennsylvania, 
are designed exclusively for the education of female teachers ; the other five in 
Massachusetts, New York, Connecticut and Michigan, are open to both male and 
female pupils. 

The conviction of their importance as an educational agent, awakens the inquiry, 
how can we secure the establishment of these institutions in the speediest, most 
efficient and economical manner! 

It is to be hoped that the day is not far distant, when the funds of the State 
University will be taxed to establish a department at the seat of government;, 
where our legislators may have the opportunity to witness the happy results of th*" 
successful operation of such an institution. Let her follow the example of on'" 
her junior sisters, and assist in demonstrating even to the most prejudice^' 
colleges are indeed the true and most efficient friends of popular educati' 



18 

there be three or four such normal departments in the colleges of Indiana, and ou/ 
common schools would receive an impulse of a permanent and happy character. 
It is a plain and obvious part of their legitimate mission, and the sooner their 
j^'uardians place them in the line of duty, the better for the interests of all con- 
cerned. It is unnecessary to enlarge on this point, further than to observe that an 
incidental result of the adoption of this course, one of wide and happy influence, 
would be that it would be calculated to bring our colleges into a more intimate 
relation with common schools, and awaken in the minds of many of their students 
and professors a livelier sympathy with these elementary departments of the 
American system by association v/ith those preparing to enter this interesting 
field of intellectual labor. It will always occur in our own State, as well as else-> 
where, that many young men preparing for other professions, will temporarily en- 
gage as teachers. Such would be materially benefited by attending the lectures 
and instruction in the normal department, and the public would experience the ad- 
vantages of such incidental knowledge. The public mind may not be sufficiently 
aroused on this point, nor be fully prepared to appreciate the true value of such 
institutions. But we may reasonably hope that the efficient action of other parts 
of the system, would soon awaken public attention to them, and lead many to 
seek connection with them, and by their seperior qualification as teachers, demon- 
strate the superiority of normal schools over all others in the preparation of pro- 
fessional educators. 

GEADF.D SCHOOLS. 

It is a maxim of fundamental and admitted importance in all scientific and 
industrial pursuits, that division of labor is true economy. Its wisdom is evinced 
in the perfection attained in the various arts, and its economy is strikingly illus- 
trated in all departments of manufacture, from the simplest to the most complica- 
ted and costly. Graded schools are nothing more than an application of this prin- 
ciple to the business of teaching to a greater extent and a wider ramification than 
had previously obtained. Their success illustrates the practicability of its appli- 
cation to this department of intellectual toil and eflx)rt. It bids fair to accom- 
plish as great a revolution in primary education, as it ever did in any mechanical 
or manufacturing process. 

In contemplating the results already reached, it seems rather a matter of surprise, 
that a system of Union schools had not been earlier introduced, since it proves to 
be a system capable, with slight modifications, of a wide and extended application. 
Union, or graded schools, for the terms are synonymous, are simply the schools 
of a given township, village or city, classified and arranged according to the attain- 
ments of the pupils. The scholars commencing the first rudiments of learning, 
compose one class, called primary. Those engaged in studies of a more advanced 
character, constitute another class, termed secondary. The third consists of those 
whose progress enables them to engage in the study of the highest branches taught 
in common schools designated Grammar schools. In large villages and cities, 
there is a fourth grade or class, known as high schools, corresponding in essential 
elements of character with the best class of academies and female seminaries. 
This organization is under the control and supervision of the township educational 
board. Having made this classification of pupils, the board then divides these 
classes into divisions of suitable size, and commits each to the charge of a com- 
petent instructor. The subdivisions will depend on circumstances lor their char- 
acter. When the school rooms are in different parts nf the town, or city, the 
classes will consist of boys and girls; when in some central building, the boys 
will be placed under the care of one teacher, and the girls confided to the charge 
of another. The basis of subdivision will depend on the views entertained by the 
board, of the wisdom or folly of the separation of the sexes in the process of edu- 
cation. A similar classification of the second and third grades of pupils will be 
made, and their instruction committed to teachers of established character. By 
this organization it will be seen at a glance, that those of similar attainments are 
associated together, and the instructor will have the advantage of concentrating 
bis energies and skill on minds of like developement, and engaged in similar 



19 

feludles. In this way the classes will consist of a larger number of pupils, while 
the number of classes will be much smaller than under any other arrangement. The 
teacher's time and energies can be much more economically and efficiently em- 
ployed on this plan than on any other. His instructions will be more thorough, 
and he will be impelled to tidelity by an array of motives of no ordinary power. 
Pupils, under this system, will make much more rapid progress, be stimulated to 
diligense by much stronger motives: for their admission to a department of a 
higher grade, will depend entirely on their conduct and attainment, and not on 
any factitious cause whatever. 

it is obvious to every one, that many of the obstacles to the improvement of 
scholars in common schools, would, on this system, cease to exist. Pupils of 
(■very grade would have all the attention of the teach'^ that would be necessary. 
All occasion for complaint that the younger scholars were neglected, by the in- 
structor giving an undue portion of time to more advanced pupils, would be en- 
tirely avoided; nor would there be any cause for the older scholars to say they 
were curtailed in time for recitation by the teacher's time being engrossed by the 
juvenile members of the school. These sources, so annoying to the teachers, and 
so often the ground ot comphtint and dissatisfaction on the part of pupils and pa- 
rents, would be numbered among the things that were and are not. 

By such an organization of schools, all can see that not only many existing evils 
would be avoided, but that advantages of a very obvious and important character 
would be secured. A much better and a more extended education would be obtained 
by our sons and daughters in the period usually allotted to such purpose. Much 
more would be accomplished in a given time by both teacher and taught; be bet- 
ter done and with far more satisfaction to all concerned. Relieved of the 
drudgery incident to the old order of things, the business of teaching would assume 
a very different aspect. Tiiere would be higher grades for the teacher to aspire 
to, as well as the pupil. Motives impelling to diligence, activity, and fidelit}', 
would be constantly accumulating. Each successive grade reached by the teacher 
would be accompanied by increased compensation, higher consideration, a wider 
professional renown, and a fairer prospect of attaining a position of commanding 
influence and corresponding income. 

Another important result would be accomplished by this arrangement, unat- 
tainable, in a great measure, under the old regime — complete and perfect discip- 
line. The government ot pupils, under this system, will be easier and far more 
effective. Obedience, prompt and complete, can be secured to a far greater ex- 
tent, for the offender knows that transgression will be visited with speedy retri- 
bution, and dismission from school will involve difficulties in the way of restora- 
tion to the forfeited station of no ordinary character. The teacher is sustained in 
the proper exercise of authority by the school board. Indeed, he becomes the 
executor of their laws, for he has rules for the regulation of his study, as well as 
the pupil. He is relieved from the temptation that besets the path of the instruct- 
or of private schools, to conceal the child's misconduct from the knowledge of 
the parent — to wink at disorder, and tolerate evils, which, promptly redressed by 
the teacher of a private school, would vacate one half of his benches in a week. 
The establishment of efficient union schools in our county towns and villages 
would soon correct some of the evils that characterize the lads of such places. 
Such schools would become both preventive and reformatory, by supplying the defi- 
ciencies in parental training and discipline. Many a boy might be saved from 
destruction, by the instruction, guardianship, and restraint of such a svstem of 
schools. 

Another important result would follow their establishment and efficient action 
— the absorption and annihilation of private and sectarian schools. This is lan 
evil much to be deplored and demanding speedy remedy. The private school 
must flourish, if it does prosper, at the expense of the public school. Both cannot 
succeed side by side. None can enjoy the privileges of the former without great 
expense in comparison with the cost of the latter. The patronage bestowed on 
the former subtracts so much from the prosperity of the latter. If the rich sus- 
tain the private school, the less favored will despise the common echool. Secta- 



20 

rian zeal in this department of education is entirely misplaced. It may have its 
iippropriute sphere, but it is downright intrusion wlien ii crosses the threshold of 
the public school. I have my own religious views and ecclesiastical preferences, 
but I should resjard it as a sad dereliction of Christian duty to withdraw my influ- 
ence and countenance from those public institutions, which, properly C(jnducted,. 
would prove blessin<rs of untold worth to the rising generation, for the mere pur- 
pose ot educating my own children with the elite of rank or morals. Let every 
pious man and good citizen give his countenance, patronage and influence to the 
enterprise of elevating common schools to the highest point of improvement, and 
then they will be good enough for every one and prove rich blessings to all. 

There are many other incidental advantages connected with this system, which 
must be dismissed with a hare allusion. A deeper interest is awakened in the 
minds of the great mass of the citizens in the success and prosperity of the schools. 
Teachers on this phin are associated laborers, sympathize with each other more 
cordially, avail themselves, more directly and promptly, of each other's experience 
in teiiching, government, and the various duties of the school room, by a weekly or 
semi-monthly meeting, at v.hich there is free exchange of views and experience. 
They also have tiie benefit of wise counselors in the persons of the Educational Boarcl 
and the higher class of teachers. This system secures a better selection ot school 
books and uniformity in them. This is a desideratum of no slight importance, 
both to the pupil's advancement and the parent's pocket. How much time, pa- 
tience, progress and cash, are sacrificed to ignorance and cupidity in the single 
item of school books? By such an o"ganization, every town oi' two or three thou- 
sand inhabitants, could enjoy the advantages of a high school equal to the best 
class of academies, in which many an individual could become qualified to teach in 
any of the grades, from the primary to the grammar school, inclusive. How much 
would thus be saved by those wishing to give their children an education more ex- 
tended than is embraced in the first three grades, and retain them under the pa- 
rental roof and care] How many a worthy youth would thus be rescued from 
obscurity, and trained to usefulness and distinction! In point of infelicity, next 
to a want of uniformity of school books, is the frequent change of instructors — 
the latter often beino- a preliminary step to the former — an evil in the old system 
beyond the power of remedy, but under the graded system susceptible of correc- 
tion. The union plan is not only more efficient, but is more economical, securing 
uniformity of text books, permanency of teachers, a longer period of instruction, 
a more extended course of study, a better discipline, and a more finished education, 
at a less expense of both time and cash. 

I regret that I cannot refer you to the practical operation and happy results of 
the system, at our own capital, similar to what may be seen at Columbus, Cleve- 
land, (Cincinnati, Dayton, and some forty large towns in Ohio. The reports of 
the union schools in these and other places could not fail to produce a happy im- 
pression on your minds of the simplicity, efficiency and value of the system. The 
modified form which they must necessarily assume in small towns and rural dis- 
tricts is not without its advantages in a'l the essential elements of the plan. In 
the small towns and villages, the younger pupils could be placed under the charge 
of one or two female instructors, and the remainder could enjoy the instruction of 
II male teacher of higher qualifications. In the rural districts, a township might 
establish a school of higher grade at some central point, for the more advanced 
pupils, while the others, receiving more elementary instruction could be taught at 
the usual localities. The primary schools could be taught to better advantage by 
females than male teachers. In this way the expenses would be materially di- 
minished, while the character of the schools might be essentially improved. 
Among the concomitants of the systein will also be found larger, more commo- 
dious and better furnished school rooms, as well ns better libraries and apparatus. 
Such are its appropriate results elsewhere, and may we not expect its fruits would 
be as rich, varied and abundant in our own commonwealth as in any other Stated 
Let there be a general law authorizing any township, village, town or city to 
adopt the system, with such modifications as circumstances require, placing it un- 
der the township school trustees; or, in case of cities or first class towns, under 



21 

an Educational Board of not more than six members. Incorporate this feature 
into our system, and it will do more to give character to the business of teachino-j 
remedy some existing evils, which will not cease to embarrass our efforts on the 
old system, secure a wise and economical expenditure ot funds, the empioymeni of 
only competent instructors, and greatly increasing the value of the imie now 
spent by our youth in obtaining their education, enabling them to accomplich a 
third more in a given time, and thereby turnishing them the oj/portunitv either 
greatly to enlarge their literary attainments, or enter, at an early period, some 
industrial pursuit. Who can estimate the good resulting to a single generation 
from the successful operation of such a system? A school generation will average 
about twelve years ; for few accomplish any thing before six years of age, and but 
few continue their connection with school alter eighteen. If, by the adoption of 
an improved system of education, Mree or /owr years could be saved either ior other 
employments, or for a more extended education, then it is surely worthy of the 
consideration of the parent, the legislator, and the political economist. The facts 
sustaining the foregoing remarks will be found happily presented in a "Re- 
port on the Am.erican System of Graded Schools :" by H. H. Barnev ; pao-e 72^ 
1851. 

SCHOOL LIBRARIES. 

It will require no protracted argument, no long array of facts to demonstrate 
the value of a well selected, circulating library as an educational instrumentality. 
The benefits of it are too obvious to admit a moment's question. It may well be 
doubted, whether an equal sum expended in any other way, could accomplish so 
much for all the substantial purposes of an education, intellectual and moral, as 
would be effected by the purchase of a good library of four or five hundred 
volumes. The whole six series of the Messrs. Harpers' school library, embracing 
295 volumes, can be purchased in New York for less than §100. A more rich, 
varied, judicious, interesting, instructive and valuable series of books (or school 
libraries, cannot be found in our language. That you may have the opportunity 
to judge for yourselves of the value of the works composing the entire series, I 
will place some 208 volumes of them from my own library, temporarily in charge 
of the State Librarian, for your inspection. You will perceive on examination 
that they embrace a large portion of the standard histories, general and particular, 
the choicest biographies, the most valuable collections of voyages and travels, 
many works on agriculture, industrial arts, natural history, natural, mental and 
moral philosophy, with due selections from poetry and classic literature. It is no 
mercenary motive that prompts their recommendation, but a conviction of their in- 
trinsic value and literary worth, and a strong desire to see our youth form a taste 
for such reading, and spend a portion of their leisure in perusing such books. 
Who could estimate the value of a library of 500 volumes selected from these and 
kindred series, circulating in every township in this commonwealth! Who could 
tell how many a strong, vigorous mind would thus be trained for usefulness — 
how many Franklins and Henrys would there be nourished to shine in the nation's 
coronet of worthies, how many Shermans thus fostered would rise from the shoe- 
maker's bench to a seat in the Senate of this Union? How many a farmer's boy, 
how many an artizan's apprentrice, how many a widow's daughter, how many an 
orphan child, would thus have brought within their reach the richest thoughts of 
the most gifted minds, and by the perusal of such works in all departments of lit- 
erature and science enlarge their capacity for enjoyment and uselulness in all the 
walks of life? Whose soul does not kindle into rapturous delight at the bare con- 
templation of such results, and break forth in joyous approval and '^.xclaim, yes, let 
these measures be deposited in every township in the State ; let our youth have ac- 
cess to such fountains of wisdom, literature and science. Let such volumes enter 
every log cabin, and be found on every centre table in Indiana. 

There are in our ninety counties, (Starke being unorganized and therefore not 
included) eight hundred and seventy-tico townships. A fund, that should furnish 
each of these townships with §50 annually, must amount to $43,600. The avails 
of the twenty-five cent poll tax would be $38,285 75. The seeming difliculty 



22 

arising from tliis deficiency, could be easily obvinlod by distributing the avails of 
tbe fund to the first iip])licaiits, till exhausted, and the next year giving the unsuc- 
ceaslul townships the precedence in the next annual distribution, should a larger 
number of townships apply at first than the fund would supply. The strong prob- 
ability is, that then; would be no such deficit, for the lollowing reasons : The 
funds shoukJ be appropriated on condition that, the township would raise a similar 
sum, by a tax or voluntary contribution as might see n best. It would require some 
time for all the towniihips to acquire such a knowledge and appreciation of the value 
of a good library as would lead them to comply with the conditions. Therefore, 
there would probably exist little or no inconvenience from the temporary deficiency 
in their fund. All would participate in the advantages of the plan equally, dilfer- 
ing only in the time. l( it should so occur, and it wotild not be at all impr(jbable, 
that the fund would be ailequute for the first two years, to meet all applicants, 
then, if need be, the thi-d instalment might be suspended till all the others had 
received their two. In this way the wants of all would be promptly met with no 
infringement of any's rights. In reference to the superiority of the township 
over the district library system, it will be suflScient to say that the former is far 
preferable for the following reasons . It is more economical, because ten fold more 
works will thus be introduced into a given township, than on the district system. 
Huppose, ior illusiration, that there are ten districts in a given township, and each 
purchases fifty vohrnes ; their wants being similar, it would be a fair inlercnce that 
a large proportion of their books would be the same, so that there might not be 
one hundred different works in the whole five hundred volumes purchased. 

Again there would be a more strict supervision and care taken of a township li- 
brary, beciiu.^e it would annually undergo the inspection of the township school 
comuiiltee. Again a richer and more extensive library would ihu.s be furnished the 
citizens of the township, for, purchased under the supervision ot their trustees, 
there would be not only a better selection, blit its value would not je impaired by 
the multiplicity of duplicates. These are serious evils, which are inseparable from 
the district feature and which materially mar the New York district system. Let 
us profit by their experience. The township library plan is susceptible of such 
modifications as to secure the advantages of the district scheme and avoid its most 
prominent and radical defects. Districts are more variable than townships both in 
iinniberof youth, their age and attainments. A district may contain a large num- 
ber of children atone time, and in ten years the number may be reduced one-half 
The township system meets and obviates these inlelicities completely, for the 
library is divided into as many divisions as there are districts in it and these divis- 
ions would necessarily vary with the number of children in the district. One 
of those divisions is placed in each district to remain one year, or longer, if deemed 
best and thtMi transferred to another. These divisions will be regulated by the num- 
ber of children and their progress to a greater or less extent. Every year the youth 
of each district will have new works for their perusal and by this arrangement the 
object will be accomplished at an earlier period ynd at much less expense. 

How highly would we all have prized in o\ir boyhood, access to such a library as 
the projjosed arrangement would place in every one of our eic/ht hundred and seven- 
tij-lwo townships in Indiana. How many of you received the first impulses in that 
course that has brought you to your present elevation, from the perusal of some 
stray volume that fell in your way when boys 1 How many, who have subsequently 
risen to eminence in the church and in the State, will date their first aspirations 
after knowledge awakened by reading some narrative of Indian wars or bonier strife? 
Such has been the starting point of many a one, now an ornament to society, a 
blessing to the land. Might we not hope that a similar result would follow from 
a like cause in our own beloved State. Are there not latentorators, dormant states- 
men, slumbering poets, unawakencd worth ot every grade, that would be roused to 
life and activity, to honorable fame and a useful life, by access to such a library as I 
have submitted to your inspection. Such a mine opened in every township would 
yield products more rich and lasting than the mines of California. To guard 
against improper works being purchased through ignorance or any other cause, 
the board of Education should bp required to furnish a list of works suitable for 



Buch libraries and the law should restrict the purchase to such. Indeed the whole 
matter of" purchase could be better conducted by this board than by the township 
trustees. This Board could make an arrangement with the publishers of those 
books embraced in their list of works, so that thev migiii be lettered and numbered 
" Indiana School Library No. — " and annually procure and keep on hand at Indi- 
anapolis such quantities that whenever a township raised and lorwarded the requi- 
site sum, either through their trustees or the district superintendent, §100 worth 
of books would be immediately forwarded without loss of time or risk in the trans- 
mission of funds or books. A large discount, at least twelve per cent., could thus 
be saved to the cause, clear of all expense. 

BOARD OF education'?. 

To what asBociation of men would the general supervision of the interests o 
our educational system be more wisely committed than to a body composed of the dis- 
trict superinlendenib! What would contribute more to inspire them with new 
zeal and increase their knowledire and efficiency, than an annual session of three 
or four days for annual conference! The general superintendent could avail him- 
self of the opportunity to acquire much valuable information from their observa- 
tion and experience and also impart of his stores to them. To them would natu- 
rally be committed the duty to attend by committee the annual examination of 
the normal schools which may be established in conformity with the action of the 
Legislature. Who would be more competent to make a proper selection of books 
for the township libraries, or determine the text books to be used in schools '.' 

EXPENSES OF THB SYSTEM. 

It is a maxim of well and admitted importance in the operation of our institu- 
tions that there should be strict accountability in every department. This cannot 
be effect^.'d without strict supervision. Does not the annual disbursement of half 
a million for educational purposes deserve that degree of attention which will 
ensure a wise appropriation and the proper discharge of duties on the part of all 
the functionaries of the department"! Would not such a supervision save, abso- 
lutely save, twice the amount of the cost of supervision! Would not its influence 
be seen and felt in the superior education of the rising generation, in the eleva- 
tion of the business of teaching to the rank and emoluments of a profession, in 
the dimished expense of the support of the poor, the suppression of vice, and more 
intelligent legislation and successful enterprise! Would it not be wise economy 
to pay the full value of such services and secure corresponding results] Would 
not the labors of a competent district school superintendent be as valuable to the 
community as the services of the district judge, and will not the appropriate dis- 
charge of the former's duties require as high degree of mental attainmant and dis- 
cipline as the latter's'! If so, how can they be obtained, or why should they be 
sought for a less sum! If the general superintendent's services and responsibili- 
ties require a man of the first class of intellect and experience, why should he rank 
below the judges of the Supreme Court either in consideration or compensation ? 
If we wish to give dignity and efficiency to our educational system, then let us 
commit its direction to competent men and secure the service of such by an ap- 
propriate compensation. 

There is no class of public functionaries whose labors will be more arduous 
than those required of the Superintendent and his associates. Suppose that the 
State should be divided into fifteen districts, they would each average more than 
Jiftij-eiyiit townships. The civil townships are larger than the congressional town- 
ships. While the latter contain thirty-six square miles, the former will average 
more than forty square miles. I have not sufficient data to determine with accu- 
racy the average number of school districts in each. But suppose they contain 
eight on an average; then each District Superintendent will have a field of labor em- 
hriic'iDfr Jifty-eight townships conVdimns four hundred and sixty-four school districts. 
His term of office should he of such duration as to justify the relinquishment of 



24 

other employments to enter one demandinij an amount and kind of labor, that 
could not be performed with satisfaction to himself and his constituents, or to the 
best advanuige of his youtnful charge, without more thar, a two year's experience. 
It is a matter of deep regret that the constitutional term of the General Superin- 
tendent's office is only two years. There is reason to fear that the educational 
cause will suffer from the brevity of the official life of its head. Who would un- 
dertake the labor, assume the responsibilities and make the sacrifices involved in 
the faithful discharge of the duties of that office, with the zeal and energy requi- 
site to success, without some pledge that his official life should be sufficiently pro- 
lonued to justify a fair experiment! Should the courtesy of a selection irrespect- 
ive of party or sectarian consideration, be accorded to the office, the incumbent 
might, perhaps, be auihorized to regard it as an assurance that his efforts and plans 
should be candidly appreciated, and a sufficient period afforded for a full and lair 
development. 

CONSOI.IDATION OF FUNDS. 

The requsitions of the Constitution and the recommendations of the Governor 
in his recent message, indicate the path of duty on this point. I rejoice that your 
minds are relieved on this subject, while at the same time a fair aud legitimate in- 
ference from that settled question, would rer..oveall doubt as to the Constitutional 
obligation resting on the Legislature to distribute the avails of all Slate funds 
raised by taxation, on the same basis. The consolidation of the funds and the 
appropriatiun of their income and the amount of a State school tax, without re- 
gard to township lines and county boundaries, is a consummation that affords mat- 
ter for profound rejoicing on the part of every friend of education. The former 
condition of the funds was an obstacle of formidable character in the way of suc- 
cess, which greatly embarrassed the plans and perplexed the minds of the friends 
of educational progress. Their consolidation and investment in State bonds, as 
Bii(Tcresied by the Governor, by which more than $20,000 would be annually saved, 
qs it appears from the Auditor's Repo'-t, would be a result worthy to be hailed 
with rejoicing, and regarded as a pledge of better days. 

In closing this sixth and last educational address, it is a matter of no slight sat- 
isfaction to perceive that the subject of this, and its humble predecessors, has 
awakened an interest and secured a degree of the public attenti.Mi that vvarrants 
the expectation of more intelligent legislation and efficient action in future. These 
efforts, now brought to a close, feeble and imperfect as they may be— and they 
have been made under very unpropitious circumstances — I wish to be regarded by 
you and my fellow-citizens at large, as -d free will offering to the cause of common 
school education, and as some faint expression of my desire for the elevation of 
the masses, the instruction of the youth of our State, and the highest welfare of 
the risinir generation. As they were commenced with no sinister purpose to esub- 
serve, so they are now terminated with no aspirations for office. I shall deem 
myself richly rewarded if they may afford you any assistance in consummating 
the object contemplated, or have contributed, in any humble degree, to produce the 
change that has come over the public mind on the subject of popular education, 
since the period of their first issue. I close with the greater satisfaction from the 
conviction that this subject will hereafter receive a due share of Executive recom- 
mendation and Legislative attention, and that it will become the duty of someone 
rnore competent to the task, more favorably situated and duly authorized, to pre- 
sent its claims and advocate its progress. 

ONE OF T^IE PEOPLE. 

J)ecemher 10, 1851, 



APPENDIX. 



The following extracts from Mr. Barney's Report will show the views enter- 
tained by distinguished Friends of Education in variou.s parts of the country. John 
H. Shaw, Esq., Chairman of the School Committee, Nantucket. Mass., thu.s 
writes: "None now question the utility of the High School, which is very great 
not only in furnishing a great number of our children with a superior education, 
but also in stimulating the children in the other schools, with the hope of promo- 
tion to the High School. At the commencement of this school, some of our yood 
people did oppose it; some, no doubt, who did not wish to pay the tax; but they 
were few, and now not to be found. It is now generally conceded, that no money 
is better expended than that which now supports our public schools." 

L. Andrews, Esq., Superintendent of Public Schools, Massillon, Ohio, says : 
''Ourfree schools seem to be popular because our citizens consider them the b'^st 
schools they ever had, and because they now educate ali the children of ihe town 
at a /ess expense than they formerly educated a. part. Our heavy tax payers gen- 
erally favor the schools, indeed, some of their most active supporters are large- 
hearted, wealthy men, who have no children to send to school. " 

S. G. Mead, Esq., Chairman of School Committee, Brattleboro, Vermont, re- 
marks: "There is among our citizens a very strong, and I may say, growing attach- 
ment to our school system. Tlie schools under the new plan have made their marA: 
upon the character and the intellects of ouryouth, and we have no doubt of their de- 
cided efTect in raising the value of real estate in our place. Many families have come 
to reside among us professedly with the view to enjoy the benefits of these schools. 
Our new system had not been in operation a year, before all the private schools 
in the town disappeared, and such has been the success of the system that we 
have never had nor felt the need of any other than the public schools among us. 
It is found that our schools now cost less than the same number of common schools 
of the old stamp, taught by males one-half the year, and by females the other 
half; to say nothing of the private schools that were saddled upon us — from the 
whole expense of which we have been relieved by the new system. 

Spencer Smith, Esq., Superintendent of Public Schools, St. Louis, Mo., says : 
"At the last election concerning the tax for the support of our schools, there was 
very little opposition, and less from the rich than the poor. " 

Another gentleman residing in an eastern city, in which they have had a Cen- 
tral High School for the last twelve years, writes as follows: "In regard to the 
feelings of our heavy tax payers respecting our public schools, and the high school 
in common, if not in particular, I have to state that one of our citizens who pays 
an annual tax of some $1,300, said to me a few days since, 'I pay my proportion 
of the school tax as cheerfully as I pay for my dinner.' The chairman of our 
school committee is one of our heaviest tax payers. Our wealthy citizens think 
it cheaper to support schools than jails, and while we have comfortable school 
rooms well filled, we have old dilapidated jails entirely empty. 



The following table prepared for and published in my third annual address, may 
be of service in demonstrating to every candid mind, that a two mill tax would be 
a great relief to a very large majority of the tax payers of Indiana, in the educa- 
tion of their children. It exhibits the number of tax payers, resident and non- 
resident, in nine counties, being one-tenth of the whole number in the Slate, and 
they are above a general average: 
4 



26 





ir. . 


c . 


o S 


C '? 


- .- . 




-Q £ 


O m 


° QJ 


o S 


S i-5 








s^-n 


^^ 


clP^co 




c 5 


cx-a 


o- a 


CI, c 


C to > 


Counties. 




°n^ 


o =» 

-C o 


°;;' 
-^ s 


atio 
tor' 

No 




Who 
of ta 






> o 


Valu 
Audi 
port, 
1847 


Clay, 


1844 


1399 


294 


116 


$763,831 


Owen, - - - 


2599 


1938 


391 


199 


1,142,573 


Viffo, 


3208 


2007 


539 


486 


2,871,915 


Parke, 


3410 


2230 


545 


415 


2,113,610 


.Tenninjj.?, - - - - 


2700 


2080 


316 


142 


918,389 


Washin;rton, .... 


3764 


2322 


648 


522 


2,534,000 


Hendricks, .... 


3332 


2082 


657 


431 


1,863,479 


Putnam, 


3697 


2243 


687 


564 


2,425,120 


Johnson, 


2813 


1538 


559 


488 


2,095,632 




27381 


17939 


4636 


3363 


16,728,549 



Of these 27,381 tax-payers, 17,939 pay on $500 down to a simple poll, being 
but a small portion less than two-thirds of the whole, and more than seven-ninths 
pay on .$1000 and less. 

The following schedule illustrates the disparity between the property and the 
number of tax payers in rich counties and the property and the number of tax- 
payers in poor counties. The injustice of any other mode of assessment of taxes 
than a State tax, and the distribution of its proceeds on the basis of the number 
of children between lawful school ages, becomes manifest upon a moment's in- 
spection of this table. 





.S2 


§1 


tu 


5 <^ 

O to 




Counties. 


S ^ 


ho pay 
and 1 


ho pay 
and 1 


O OS 

-= o 


a 

IS 




O 03 

»> o 


P o 

1^ 


S o 
o 


fe o 




Clay, 


1844 


1399 


294 


116 


$763,831 


Owen, - - - - , 


2599 


1938 


391 


199 


1,142,573 


Jennings, - - - , - 


2700 
7143 


2180 
5517 


316 
1001 


142 

457 


918,389 




2,824,796 


Wayne, 


6643 


3668 


420 


301 


$4,956,662 


Marion, 


5359 


3004 


885 
1305 


700 


3,997,735 




12002 


6672 


1091 


1 $8,936,397 



By dividing the valuation of property in each of these two classes of counties, 
by ttie number of the tax payers in each, we reach a result which shows the ine- 
quality of all local taxation for purposes of general public concern and welfare. 
Each tax payer in the rich counties would have the benrfit of the tax arising from 
$744, on an average; while each citizen of the poorer counties must content him- 
selt with the avails of a tax on only $395 for educational purposes. Such injus- 
tice, I trust, is too palpable to find an advocate in any honest man, and too gross 
to be palmed on any intelligent constituency. 



The following tabular exhibit of the census of 1840 and 1850 will not be devoid 
of interest to the friends of education. 

The population of the State in 1840 was 685,866. Of this number 268,052 
were over twenty years of age. Our population in 1850 was 990,258. Of this 
number there would be, by a similar proportion, 387,015 over twenty years of age. 
This number divided by 75,017, the number reported by the last census unable to 
and write, would show that only one-tenth less than a. fifth part of our adult pop- 
ulation are unable to read their ballots or write their names! Our literary ^ro- 
gress during the last decade stands thus: 





Popnlation. 


Over 2(1 years 


Unable to read and write. 


Proportion 


1840 


- 685,866 


268,052 


38,100 


7 


1850 


- 990,258 


387,015 


75,017 


6.1 



A result of very significant import ! 

The proportion of those over twenty years of age to the whole population, ia 
about 2.56 ; hence to find the number in any county over 20 years of age, divide 
the whole population by 2.56. This quotient, divided by the number over twenty 
years of age unable to read and write, will show the rank of each county above or 
below our literary zero, or general average. 



28 
TABULAR EXHIBIT OF THE CENSUS OF 1840 AND '50. 





[Adultf .■vt-r 


1 


Adults over 


Counties. 


Population in 


1 20 years ot 
.•lUr lliKibli 

to reiid and 


Population in 

1851. 


2 ) ye firH of' 
■•«(.'e unaliie 
tu read and 






wriiH. 




write. 


Adams, .**.-* 


2,264 


180 


5,774 


161 


Allen, 


5,942 


160 


16,921 


629 


Bartholomew, - - - . 


10,042 


649 


12,832 


1,125 


Black lord, .... 


1,226 


65 


2,864 


156 


Benton, - . - . - 


unorganized 




1.144 


96 


Boone, - - - . - 


8,121 


31 


11,629 


828 


Brown, ..... 


2,364 


122 


4,846 


879 


Carroll, - - - - . 


7,819 


400 


11,025 


1,009 


Cass, - - . . - 


5,480 


457 


10,922 


117 


Clark, 


14,595 


676 


15'836 


977 


Cliiy, 


5,567 


738 


8,134 


382 


Clinton, - - . - - 


7,508 


87 


11,871 


1,032 


Cruwlord, .... 


5,282; 389 


6,318 


905 


Daviess, 


6,720 667 


10,354 


1,173 


Dearborn, .... 


19,327 78 


20,165 


1,317 


Decatur, .... 


12,171: 151 


15,100 


1,288 


DeKuib, .... 


1,968 75 


8,257 


605 


Dubois, .... 


3,632 632 


6,230 


452 


Delaware, .... 


8,843, 366 


10,976 


1,069 


Elkhart, .... 


6,660 114 


12,903 


1,070 


Fayette, . . . ^ 


9,837 494 


10,140 


549 


Floyd, 


9,454 642 


14,876 


1,022 


Fountain, .... 


11,218 874 


13,260 


1,457 


Franklin, .... 


13,349| 65 


17,914 


422 


Fulton, 


1,993 not rep'ted 


6,864 


487 


Gibson, ..... 


8,977j 1,044 


10,782 


1,343 


Grant, ..... 


4,875l 321 


11,092 


1,238 


Greene, ..... 


8,32 ll 740 


12,247 


1,513 


Hamilton, .... 


9,855 


1,271 


12,686 


1,422 


Hancock, .... 


7,535 


330 


9,714 


646 


Harrison, .... 


12,459 


419 


15,538 


85 


Hendricks, .... 


11,264 


924 


14,077 


1,333 


Henry, ..... 


15,128 495 


17,668 


1,218 


Howard, .... 


unorganized 




6,667 


167 


Huntington, .... 


7,579 


131 


7,850 


683 


Jackson, - . . . . 


8,961 


1,412 


11,030 


1,498 


Jasper, ..... 


1,267 not rep'ted 


3,424 


191 


Jay, ..... 


3,863i 395 


7,051 


422 


Jefferson, .... 


16,614 


123 


23,931 


1,533 


Jennings, .... 


8,829 


not rep'ted 


12,541 


662 


Johnson, .... 


9,352 


584 


12,228 


496 


Kosciusko, - - - . 


4,170 


364 


10,243 


1,106 


Knox, - - . . . 


10,657 


643 


11,086 


814 


LaGrange, .... 


3,664 


162 


8,424 


134 


Lake, 


1,468 


7 


3,991 


130 


Laporte, .... 


8,184 


268 


12,169 


613 


Lawrence, .... 


11,782 


1,086 


12,210 


1,135 


Madison, - . 


8,374 


332 


12,497 


1,136 


Marshall, .... 


1,651 


62 


6,348 


416 


Prfarion, .... 


16,080 


194 


24,289 


999 


Martin, - - - . . 


3,875 


620 


6,956 


1,131 


Miami, 


9,348 


251 


11,349 


1,131 



20 
EXHIBIT OF THE CENSUS OF 1840 AND 1850-Continued. 



Counties. 



Monroe, - 

Montgomery, - 

Morgan, - 

Noble, - 

Ohio, 

Orange, - 

Owen, 

Parke, - 

Perry, 

Pike, 

Porter, 

Posey, 

Pulaski, - 

Putnam, - 

Randolph, 

Ripley, - 

Rush, 

Scott, 

Shelby, - 

Spencer, 

St. Joseph, 

Starke, - 

Steuben, 

Sullivan, 

Switzerland, - 

Tippecanoe, 

Tipton, - 

Union, 

Vanderburgh, - 

Vermillion, 

Vigo, . . 

Wabash, 

Warrick, 

Warren, 

Washington, - 

Wayne, - 

Wells, - 

White, - 

Whitley, 



1 


Adiilis ovir 




\dulis i>\f-r 


1 Population in 
1840 


20 years oi 

age unfil)i< 
to read aiic 


Population in 
1850. 


2;)yrars nf 
ane un;.b.»i 
to read and 




writo 




write 


10,143 


9 


11,283 


1,000 


14,438 


1,058 


18,227 


1,233 


10,741 


notrep'tec 


14.654 


1:362 


2,702 


182 


7,948 


371 


■unorganized 




5,310 


37 


9,602 


1,167 


10,818 


1,468 


8,359 


793 


12,040 


1,126 


13,499 


1,314 


15,049 


1,104 


4,655 


574 


7,251 


1,101 


4,769 


695 


8,099 


1,101 


2,162 


15 


6,260 


264 


9,683 not rep'ted 


12,367 


1,469 


561 


41 


2,595 


173 


16,843 


1,021 


18,612 


2,134 


10,684 


333 


14,694 


453 


10,392 


208 


14,822 


2,075 


16,456 


1,789 


16,445 


1,600 


4,242 


470 


5,889 


900 


12,005 


878 


15,446 


1,985 


6,305 


700 


8,664 


1,021 


6,425 


383 


10,904 


278 


149 


5 


658 


88 


2,578 


51 


6,107 


761 


8,315 


643 


10,163 


755 


9,920 


18 


12,953 


126 


13,724 


1,246 


19,269 


547 


8,017 


200 


6,881 


97 


unorganized 




3,534 


467 


6,250 


198 


11,415 


147 


8,274 


265 


8,601 


718 


12,076 


666 


14,693 


1,709 


2,756 


224 


12,109 


822 


6,321 


716 


8,822 


343 


5,656 


465 


7,423 


284 


15,269 


1,332 


17,088 


1,292 


23,290 


42 


25,900 


1,066 


1,822 


230 


6,152 


590 


1,832 


16 


4,760 


421 


1,237 


79 


6,190 


341 



It may be a matter of some satisfaction to the friends of common schools in 
after years to refer to the history of our progress, and the character of our educa- 
tional votes. The first step taken was to submit the question, in August, 1848, 
to each man, at the ballot box : " Are you in favor of free schools!" The result 
was as follows : 



For Free Schools, by counties, - - - 
Against Free Schools, by counties. 
For Free Schools, by individuals. 
Against Free Schools, by individuals, - 
Aggreerate of the popular vote, - - . 
The affirmative vote by counties represented, 
The negtive vote by counties represented, 



59 
31 

78,523 

61,887 

140,410 

- $76,619,668 

- $48,100,323 



30 

On this basis the owners of $76,519,668 worth of property, being more than 
six tenths of the entire wealth of the State, say, " we are willing to be taxed to 
support Free Schools. We believe it to be a good investment and are willing to 
take the stock." — Third Annual Address. 

The school law that was enacted at the session of 1848-9, was submitted to 
the people by counties for adoption., and the result was its acceptance by the 
following vote : 
For the School Law, by counties, --...-_ gi 

Against the School Law, by counties, 29 

For School Law, by individuals, 79,079 

Against School Law, by individuals 63,312 

A large number of the 29 counties voting against the School Law, on its first 
submission, has since adopted it, so that there was but a small number still per- 
sisting in their rejection of it on the adoption of the new Constitution. 



LIBRARY OF CONGRESS 



022 165 365 t 



